A Case Study On Novices' Teachers' Identity In Rural Junior High School

The newly-service stage is a key period for teachers'professional development. The experience of professional development acquired in the entry will affect the orientation and attitude of their later development. Many materials have shown that novice teachers in the rural schools have less helps from schools compared with novice teachers in schools of cities. These backups include normative mentoring, principals'understanding etc.According to constructivism, though identity is affected by the ever-existed knowledge, the regulation of power and civilization, much importantly it is constructed in the choice of social situations and internalization of some experience of the subjects. Based on this view, teachers'identity is that with time passing, teachers themselves are how to view their teachers'work. In this text, teachers'work contains the environment of schools, students'attitude, the relationships between colleagues, leaders and their whole view of teaching etc.The text aims to show teachers themselves how to understand teachers'identity, so qualitative method in society science research is taken. In this study, three novice teachers in the same rural school are chosen. The main method is conversation method, in order to show the novice teachers'changing attitudes towards teachers' work and their teachers'identity. In addition, this study also unscrambles and analyzes the aspects of teachers'identity. Based on it, we try to explore the main factors which affect the novice teacher'identity, and provide some corresponding strategies.In this study, factors affecting teachers'identity will be analyzed in terms of the novice teachers'personal elements and the schools where novice teachers work. Personal elements include novice teachers'self-expectations, knowledge and skills etc. School elements include the content of inductive training, the schools'internal guidance, the teachers'culture of school, the principals'trust and concern and so on. In response to these factors, this study suggests novice teachers in rural schools should enhance the understanding of teachers'identity and the schools should expand the content of inductive training, standardize the schools'internal guidance, and create natural co-operational teachers'culture and also to the principals, they should strengthen their trust and care to the novice teachers.